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INTERVENCIÓN EN ESCRITURA DE SÍNTESIS A PARTIR DE FUENTES: Impacto de la comprensión

Revista mexicana de investigación educativa, 2021-01, Vol.26 (88), p.95-122

2021

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Writing Scientific Explanations: Effects of a Cognitive Apprenticeship for Students With LD and English Learners

Exceptional children, 2021-07, Vol.87 (4), p.458-475

2021

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Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series

Learning disability quarterly, 2024-05, Vol.47 (2), p.63-69

2024

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Evaluating American History Teachers' Professional Development: Effects on Student Learning

Theory and research in social education, 2011-01, Vol.39 (4), p.494-540

2011

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Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Teacher education quarterly (Claremont, Calif.), 2017-09, Vol.44 (4), p.98-124

2017

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Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms

Science education (Salem, Mass.), 2022-11, Vol.106 (6), p.1354-1374

2022

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Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

Contemporary educational psychology, 2010-07, Vol.35 (3), p.174-192

2010

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Managing Cognitive Demands for Writing: Comparing the Effects of Instructional Components in Strategy Instruction

Reading & writing quarterly, 2007-07, Vol.23 (3), p.249-266

Paz, Susan De La

2007

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Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

Written communication, 2023-04, Vol.40 (2), p.289-299

2023

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Beyond “They Cited the Text”: Middle School Students and Teachers’ Written Critiques of Scientific Conclusions

Research in science education (Australasian Science Education Research Association), 2018-12, Vol.48 (6), p.1433-1459

2018

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Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities

Focus on exceptional children, 2017-12, Vol.31 (5)

De La Paz, Susan

2017

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A Synthesis on the Impact of Self–Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities

Learning disabilities research and practice, 2021-11, Vol.36 (4), p.353-366

2021

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Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms

Journal of curriculum studies, 2014-01, Vol.46 (4), p.540-575

2014

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Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners

Learning disabilities (Pittsburgh, Pa.), 2018, Vol.23 (2), p.56-69

2018

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FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Teaching exceptional children, 2018-03, Vol.50 (4), p.233-242

2018

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Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning

Theory and research in social education, 2014-04, Vol.42 (2), p.228-274

2014

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Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies

Written communication, 2012-10, Vol.29 (4), p.412-454

2012

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FIX: A Strategic Approach to Writing and Revision for Students WithLearning Disabilities

Teaching exceptional children, 2018-03, Vol.50 (4), p.233-242

2018

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Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

Learning disabilities (Pittsburgh, Pa.), 2021-02, Vol.26 (1)

2021

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Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

Learning disabilities research and practice, 2013-08, Vol.28 (3), p.129-141

2013

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The Writing of Language Minority Students: A Literature Review on Its Relation to Oral Proficiency

Reading & writing quarterly, 2017-09, Vol.33 (5), p.465-483

2017

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A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Teaching exceptional children, 2015-11, Vol.48 (2), p.93

2015

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Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience

Journal of research on technology in education, 2009-01, Vol.42 (2), p.151-173

2009

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Unresolved Mysteries: How do Metalinguistic and Narrative Skills Connect with early Reading?

The Journal of special education, 1996-10, Vol.30 (3), p.257-277

1996

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Assessment for effective intervention, 2009-06, Vol.34 (3), p.134-146

De La Paz, Susan

2009

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INTERVENCIÓN EN ESCRITURA DE SÍNTESIS A PARTIR DE FUENTES: Impacto de la comprensión

Writing Scientific Explanations: Effects of a Cognitive Apprenticeship for Students With LD and English Learners

Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series

Evaluating American History Teachers' Professional Development: Effects on Student Learning

Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms

Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

Managing Cognitive Demands for Writing: Comparing the Effects of Instructional Components in Strategy Instruction

Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue

Beyond “They Cited the Text”: Middle School Students and Teachers’ Written Critiques of Scientific Conclusions

Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities

A Synthesis on the Impact of Self–Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities

Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms

Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners

FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning

Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies

FIX: A Strategic Approach to Writing and Revision for Students WithLearning Disabilities

Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

The Writing of Language Minority Students: A Literature Review on Its Relation to Oral Proficiency

A Strategic Approach to Writing and Revision for Students With Learning Disabilities

Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience

Unresolved Mysteries: How do Metalinguistic and Narrative Skills Connect with early Reading?

Rubrics

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